TC Williams Transformation. 55% - Free and Reduced Lunch 19% - LEP 12% - Special Education.

TC Williams Transformation

55% - Free and Reduced Lunch19% - LEP12% - Special Education

TransformingTransformingTransformingTransforming

KEY

Where W

e are Now

Where W

e are Now

Where W

e are W

here We are

Going

Going

Where W

e W

here We

were

were

PastPast

PresentPresent

FuturFuturee

Where we were2009-2010

TransformantionAreas

Where we are 2011-2012

Where we want to be.

Related to Transforming (transitional)

Transformational (Q.E.D)


KEYWhere we were2009-2010







KEY

Where W

e are Now

Where W

e are Now

Where W

e are W

here We are

Going

Going

Where W

e W

here We

were

were

PastPast

PresentPresent

FuturFuturee







New principalNew principal

Procedures & ProtocolProcedures & Protocol

Increased Communication


Systematic ExpectationsSystematic

Expectations

AP Enrollment & Performance


Curruculum Guides

Curruculum Guides

Attendance proceduresAttendance procedures

attendance officerattendance officer attendance panelattendance panel

Transfer TasksTransfer Tasks Essential questionsEssential questions

Instructional Coaches


Final Exam exemptionFinal Exam exemption

Student SupportsStudent Supports

Math/Writing Center

Math/Writing Center

CommitteesCommittees

AYP teamAYP team

SEP teamSEP team

Transformation team

Transformation team

Instructional council


Clearly Focused Observations/Evaluations


Saturday Learning Academy


8th period8th period

Titan TimeTitan Time

Skillful TeacherSkillful Teacher

Tri-Pod SurveyTri-Pod Survey

International Academy


Decreased Counselor caseload


Extra period for Math/English

Teachers


Teachers

Common Assessments

Common Assessments

Administrators' walk-thrus


PBISPBIS

RTIRTI


KEY

Where W

e are Now

Where W

e are Now

Where W

e are W

here We are

Going

Going

Where W

e W

here We

were

were

PastPast

PresentPresent

FuturFuturee












Expectations



Curruculum Guides

Curruculum Guides








Math/Writing Center

Math/Writing Center


AYP teamAYP team

SEP teamSEP team

Transformation team

Transformation team
















Teachers


Teachers

Common Assessments

Common Assessments



PBISPBIS

RTIRTI

Restructuring of Managemnet


Data informed decision makingData informed

decision making

IAP'sIAP's

PLP'sPLP's

Pathways/Satellite Programs


Discussion about DisproportionalityDiscussion about

Disproportionality

Changes in School Culture

Changes in School Culture CollaborationCollaboration


KEY

Where W

e are Now

Where W

e are Now

Where W

e are W

here We are

Going

Going

Where W

e W

here We

were

were

PastPast

PresentPresent

FuturFuturee












Expectations



Curruculum Guides

Curruculum Guides








Math/Writing Center

Math/Writing Center


AYP teamAYP team

SEP teamSEP team

Transformation team

Transformation team
















Teachers


Teachers

Common Assessments

Common Assessments



PBISPBIS

RTIRTI



Data informed decision makingData informed

decision making

IAP'sIAP's

PLP'sPLP's



Discussion about DisproportionalityDiscussion about

Disproportionality

Changes in School Culture

Changes in School Culture CollaborationCollaboration

Proficiency ReportingProficiency Reporting Racial & Social JusticeRacial & Social Justice

Demonstration of Mastery

Demonstration of MasteryEveryone Takes

ResponsibilityEveryone Takes Responsibility

Standards Based Inquiry

Standards Based Inquiry

Whole ChildWhole Child

Passion for Learning

Passion for LearningAll Students are

successful at High LevelsAll Students are

successful at High Levels

Percentage of students responding favorably to Ferguson’s 7 C’s

• Graduation Coach• Virginia Early Warning System• Mentoring program

Intervention Type Purpose Targeted Population RtI Tier Frequency Intervention Location

Math Center Provides lunch and after school support in all math courses. Students can receive homework support, practice, and test

prep.

All students 1,2,3 Daily –Assigned through IAP or

Voluntarily by the Student

Cafeteria

After School Support To enhance classroom instruction through enrichment and acceleration

All Students 1,2,3 Daily Classroom Teachers

ARDT Progress Monitoring Tool for Math Watchlist students

Students enrolled in Algebra 1, Students who failed the grade 8 Math

SOL

1,2,3 3 times per year Rotunda

SMI Universal Screening Tool All students enrolled in Algebra 1, Geometry, and

Algebra 2

1,2,3 October screening – All students

ELL Algebra 1 Part 1 – 3 times per year

Teacher Discretion - Monthly

Classroom Teachers

8th Period Academic Enrichment

Provide enrichment and acceleration in math

Watchlist and Algebra 1 Part 1

2,3 Two times per week After School

Titan Time Provide enrichment and acceleration in math

Watchlist, Algebra 1 Part 1, and students who

earned a quarterly grade of D, F, or I, teacher

recommendation

1,2,3 Based upon proposal Assigned Teacher

Classrooms

Math Interventions

Online Courses To provide opportunities for learning through the use of

technology. Students may take courses for the first time, credit recovery or course

restart.

Students who have not passed Quarter

1 and 2 of their math course

1,2,3 Beginning of the year, 3rd quarter, summer

Anywhere – Student

Laptop with Internet Access

Required

Support Classes To provide additional enrichment and support for

Algebra 1 and Geometry Courses

Students who have demonstrated

challenges in math base on SOL and previous course

grade data

2,3 Yearly Classroom Based

Project Graduation

To provide intervention support for Algebra 1 courses

Seniors who have received a verified

credit in math

1,2,3 Spring – 4 weeks After School

Resource Organization

To provide intervention, enrichment, and acceleration.

Special Education Students

2,3 Yearly Classroom Based

Academic Enrichment

To provide content based language enrichment

ELL Students 2,3 Yearly Classroom Based

Math Interventions

Progress Update on the Implementation of the Federal Requirements

Model StrandsLevel of

Implementation

A. Creation & Use of District Team Full Implementation

B. Enabling School Autonomy High Implementation

C. Principal & Hiring Teachers High Implementation

D. Stakeholder Engagement High Implementation

E. Creation & Use of School Team High Implementation

F. Leading Change High Implementation

G. Evaluating, rewarding, removing staff Partial Implementation

H. Professional Development High Implementation

I . Learning Time Partial Implementation

J . Reforming Instruction High Implementation

“High quality people with clearly defined jobs who work well together”

Strengths of the Transformation

• Clear focus on student learning• Improved use of data to drive instruction• More personalization• Focus on diverse subgroups• Focus on skillful teacher/leader• Stronger evaluation process• Targeting SIG funds toward student needs• Identification of at risk students (VEWS, Istation)

Strengths of the Transformation“High quality people with clearly defined jobs who work well together”

Areas of Opportunity

Model StrandsLevel of

Implementation

A. Creation & Use of District Team Full Implementation

B. Enabling School Autonomy High Implementation

C. Principal & Hiring Teachers High Implementation

D. Stakeholder Engagement High Implementation

E. Creation & Use of School Team High Implementation

F. Leading Change High Implementation


H. Professional Development High Implementation


J . Reforming Instruction High Implementation



• Titan Transformers Committee- Mini Grants- Teacher Recognition- WOW’s

• 8th period• “Titan Time”• Saturday Learning Academy• Satellite Schools

Barriers encountered during Transformation

“I’ll just wait it out”

• History of constant change• Rapid initial Success• Resistance to change• Process of curriculum implementation• Culture of Compliance• Making AYP• Philosophical differences• Making difficult personnel decisions• Overcoming climate of congeniality vs. collegiality

Goals for the rest of 2011-2012

• Extended Learning time implementation• Process for Rewarding Staff• Move toward full inclusion• Continual implementation of the curriculum• Use of Criterion Referenced tests• Teacher access to data• Continual observation, feedback, and

dismissals• Higher levels on the 7 C’s

Phase out of LTP’s, state supports, and additional funds

• Smooth transition from LTP and state support • Summit to evaluate program consists of external audits, Lead turnaround

partners, and school staff.• Evaluate program and make appropriate adjustments• Prioritize line items based on student achievement

TC Williams Transformation. 55% - Free and Reduced Lunch 19% - LEP 12% - Special Education.

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